Retextualização dos gêneros do mundo do trabalho: da escrita para a fala na Educação de Jovens e Adultos

• Ano de defesa: 2024
• Autor(a) principal: Martins, Marcelo de Sousa
• Orientador(a): Santos, Sâmia Araujo dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/76884

The production of speech genres in Youth and Adult Education is important due to the difficulties in writing and speaking that students present when returning after years to the classroom and, mainly, in complying with the communicative purpose of texts that contemplate the linguistic repertoire in the different languages in which they are intertwined. In view of these problems, this action research proposed Text Production Training for the Working World - writing-to-speech encounters - the genres of Curriculum Vitae (CV) speech and job interview, for 9th grade students year, from the Professor Cecy Cialdini Youth and Adult Education Center, in Sobral, Ceará State, with an emphasis on the prototypical textual sequences present in the speeches of these genres, respectively. The research aimed to develop the retextualization of genres that included social language practices facing for the work world of Younth and Adult Education students, based on the theoretical contributions of Bakhtin (2016), for the discussion on speech genres; from Textual Linguistics, Pauliukonis and Cavalcante (2018), Koch and Elias (2021), for the concept of text and teaching; by Freire (1989), for the presentation of the text in the context of Younth and Adult Education; by Adam (2019), for the description and analysis of the textual sequences predominant in the genres produced; and Marcuschi (2010), to discuss and reflect on retextualization, the main theme of this dissertation. Text production training presented in this research provided a sequence of activities adapted from a Didactic Itinerary for educators to use as a pedagogical resource in language activities and thus be able to act in a more useful and relevant way, with genres in textual, written and oral productions. Furthermore, it also provided students with knowledge about the work context and it was possible for them to identify that the Curriculum Vitae contains descriptive and argumentative information that contributes to the production of a job interview; what may have improved the learning of the communicative situation present in the texts.